Judging from the review rhythm, the second round of college entrance examination review is to consolidate and strengthen the knowledge points of college entrance examination on the basis of one round of review. These two months are a crucial stage for candidates' ability and academic performance to be greatly improved, and will also become a watershed for students' academic level. At this time, the college entrance examination scores began to gradually open, forming a preliminary pattern. Some candidates face a large number of review materials and do problems day and night, but the effect is not ideal.

Second, swallow dates and learn without thinking.

There will be a lot of exams, exercises and homework in the second round of review. Many candidates have done a lot of questions, but the effect of scoring is not ideal.

Some people think that they have mastered the knowledge points, but they still don't know which knowledge points to examine when they encounter problems, and they can't feel the deformation of typical examples in the test questions. At this time, freshness is not a good thing.

Some students did the right thing, not summarized it; If you do something wrong, you don't reflect, and you lack the important step of summing up and thinking.

Third, psychological tension, encounter "plateau"

In the second round of review, candidates are burdened with heavy tasks, heavy pressure, and tired both physically and mentally, so there will be "plateau phenomenon" ("plateau phenomenon" refers to the practice curve of motor skill learning, and practitioners begin to make rapid progress, with obvious long or short progress pauses in the middle of the curve, and slow progress in the later period. The middle pause period is called plateau period or plateau phenomenon. We call the phenomenon of slow learning progress of college entrance examination students "plateau phenomenon"

At this point, candidates feel that their review has encountered a bottleneck and their grades have not improved, resulting in psychological anxiety, emotional loss and loss of learning motivation.

Fourth, aim too high and ignore the foundation.

The higher the building, the deeper the foundation is needed; The higher the score, the stronger the demand base.

Some students usually get good grades and think that the basic knowledge is too simple to review; Some students are very demanding of themselves, and always want to study difficult problems, strange questions and challenge high difficulties; Some students think that the teacher's lecture rhythm is too slow and they can understand it themselves. They no longer need to listen to these basic knowledge, and then they stop reviewing and don't like attending classes.